Maine Learning Results: Social Studies- E. History
E1 Historical Knowledge, concepts, themes and paterns
Grade 9- Diploma "World War II and Postwar United States1939-1961 Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals and institutions in the world.
b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.
What understandings are desired?
Students will understand that:(U)
• The Holocaust occured as a result of many events and people.
• The Holocaust effected many groups of people then as well as afterwards.
• The Holocaust was a chaotic and disturbing time in world history.
What essential questions will be considered?
Essential Questions:(Q)
• How did deep seated anti-semetism, the outcome of World War One, experiences of Adolf Hitler and the early events of World War Two, all contribute to how the Holocaust would unfold?
• How did the Holocaust effect Europeans as well as other world citizens both then and now?
• What was life like for people (specifically European Jews) from the 1930s to the late 1940s?
What key knowledge and skills will students acquire as a result of this unit?
Students will know:(K)
Students will be able to do:(S)
• Important Events and People: Adolf Hitler, FDR, Kristallnacht, Nuremberg Laws, Himmler, Operation Barbarossa, Judenrat, Babi Yar, Wansee Conference, Dr. Mengele, D-Day
- Key Factual Information: causes for anti-semetism and its rationale, descriptions of ghetto and camp life, types of intervention, global impact
- Terminology: exclusion, expropriation, exile, extermination, ghetto, Gentile, concentration camp, anti-semetism, Nazi, war crimes
• Design a timeline of major events that took place during the Holocaust.
• Make sense of primary sources (journals, newspaper articles, propoganda, art) from the 1930s and 1940s and secondary sources (books) and relate them to major running themes and events that took place.
• Use reading, writing and creative skills to write a journal or produce a visual aid (using Comic Life, iMovie, poster, etc) representing a real or fictional character who lived during the Holocaust.
• b. Analyze and critique major enduring historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.
• Consider the impact Nazi policies had on the daily life of Europeans.
• Reflect on the dark nature of the Holocaust in order to realize its lasting effects.
Stage 1 Identify Desired Results
E1 Historical Knowledge, concepts, themes and paterns
Grade 9- Diploma "World War II and Postwar United States1939-1961
Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals and institutions in the world.
b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.
What understandings are desired?
• The Holocaust effected many groups of people then as well as afterwards.
• The Holocaust was a chaotic and disturbing time in world history.
What essential questions will be considered?
• How did the Holocaust effect Europeans as well as other world citizens both then and now?
• What was life like for people (specifically European Jews) from the 1930s to the late 1940s?
What key knowledge and skills will students acquire as a result of this unit?
- Key Factual Information: causes for anti-semetism and its rationale, descriptions of ghetto and camp life, types of intervention, global impact
- Terminology: exclusion, expropriation, exile, extermination, ghetto, Gentile, concentration camp, anti-semetism, Nazi, war crimes
• Make sense of primary sources (journals, newspaper articles, propoganda, art) from the 1930s and 1940s and secondary sources (books) and relate them to major running themes and events that took place.
• Use reading, writing and creative skills to write a journal or produce a visual aid (using Comic Life, iMovie, poster, etc) representing a real or fictional character who lived during the Holocaust.
• b. Analyze and critique major enduring historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.
• Consider the impact Nazi policies had on the daily life of Europeans.
• Reflect on the dark nature of the Holocaust in order to realize its lasting effects.